Describes an experiment that explored the relationships between text structure, prior knowledge, and reader's purpose on the processing of text and memory for text information. Results demonstrated that the strategies used to read text are flexible. (HOD)

New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done…

Described is a taxonomy for determining the quality and extent of learning activity going on in a classroom at a given time. Research findings indicate that teachers should always stay within the frame of reference of pupils and encourage them to reflect at a deeper level on what they already know. (Author/DB)

A call for educators and employers to collaborate to produce young people who understand the "system" and will contribute to it through their work. (Author)

Evidence is presented concerning achievement of cognitive objectives in a college course on drugs. A mastery grading system insured that students learned to criterion. Reported experience with drugs did not change during the course and was unrelated to measures of learning and student ratings of the course and the instructors. (Author)

By securing a network of variables related to cognitive outcomes, we may emphasize important behaviors that are adjuncts to learning and mitigate measurement problems of the performance contract. (Author)

Research based upon behaviors defined in Taxonomy of Educational Objectives: Cognitive Domain," edited by Benjamin S. Bloom. (MB)

Systems analysis offers a useful approach for the redirection of counselor education. The formulation of training objectives stated in terms of what the counselor candidate will be doing as a result of instruction is an intrinsic part of the systems approach. (Author)

Includes sample objectives for teaching poetry and written composition. (RD)

Discusses several issues related to teaching suprasegmentals to learners of English as a second language. Suggests ways of teaching intonation, stress, and rhythm during meaningful communication, so that they are not the sole focus of the classroom activity and the student becomes cognitively involved in the process of learning. (MES)